Plying this ability frame from knowledge to action, the expected abilities

Plying this ability frame from knowledge to action, the expected abilities of GPs’ rational use of antibiotics are specifically described, as shown in Tables 1-4. Every item that is a component of the expected abilities uses the verbs from Bloom’s taxonomy to make the item easy to execute and evaluate. We can use the related assessed ways in Figure 2 to design how to evaluate them in MARE.Performance LevelPerformance is the quality needed to accomplish work, acts, and achievements in real clinical practice. Performance is based on competence, but is influenced by government, organizations, patients, and individual LIMKI 3MedChemExpress BMS-5 physician factors [35]. Performance requires higher cognitive ability, such as analyzing and evaluating. A real case from the physician clinical setting is provided for the physicians to analyze and evaluate in MARE. Thus, physicians will analyze and evaluate their cognition within the performance level (PC). Higher performance is articulated in the skills demonstrated. The skill within the performance level (PS) can be tracked and evaluated. Since personalTable 1. Expected general practitioner knowledge of rational use of antibiotics.a Domain Cognition Expected knowledge 1. 2. 3. 4. 5. 6. 7. 8. Stating public health antibiotics national guidelines Recognizing trade and generic names, and the class of prescribed antimicrobial Understanding the nature and classification of Mequitazine molecular weight pathogenic microorganisms Understanding the principles of prevention, treatment, and control of infection Understanding the modes of action of antibiotics: broad versus narrow spectrum Understanding the mechanisms of antimicrobial resistance Understanding local microbial-/antimicrobial-susceptibility patterns Understanding of common side effects, including allergy, drug/food interactions, and contraindications of the main classes of antimicrobials 9. Interpreting basic microbiological investigations 10. Interpreting clinical and laboratory biological markers 1. 2. 3. Attitude 1. 2. 3.aSkillsObtaining microbiological cultures or other relevant tests before commencing treatment as necessary Implementing microbiological and other investigations to diagnose and monitor the response to treatment of infections and their complications Choosing in case of prior use of antibiotics when selecting an antibiotic for empiric therapy Understanding the importance of taking microbiological samples for culture before starting antibiotic therapy Understanding the importance of monitoring for common side effects, including allergy, drug/food interactions, and contraindications of the main classes of antimicrobials Responding to the importance of selection advantagesThe table content was developed using various sources [36-38].http://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.6 (page number not for citation purposes)JMIR MEDICAL EDUCATIONTable 2. Expected general practitioner competencies for rational use of antibiotics.a Domain Cognition Expected competencies 1. 2. 3. 4.Zhu et alSelecting and prescribing antibiotic therapy according to national/local practice guidelines Using local microbial-/antimicrobial-susceptibility patterns when conducting empiric treatments Using antimicrobial agents for prophylaxis appropriately Constructing the prescription for an antimicrobial with its pharmacokinetics and knowing how this affects the choice of dosage regimen Choosing and calculating the dose, route, and interval of administration M.Plying this ability frame from knowledge to action, the expected abilities of GPs’ rational use of antibiotics are specifically described, as shown in Tables 1-4. Every item that is a component of the expected abilities uses the verbs from Bloom’s taxonomy to make the item easy to execute and evaluate. We can use the related assessed ways in Figure 2 to design how to evaluate them in MARE.Performance LevelPerformance is the quality needed to accomplish work, acts, and achievements in real clinical practice. Performance is based on competence, but is influenced by government, organizations, patients, and individual physician factors [35]. Performance requires higher cognitive ability, such as analyzing and evaluating. A real case from the physician clinical setting is provided for the physicians to analyze and evaluate in MARE. Thus, physicians will analyze and evaluate their cognition within the performance level (PC). Higher performance is articulated in the skills demonstrated. The skill within the performance level (PS) can be tracked and evaluated. Since personalTable 1. Expected general practitioner knowledge of rational use of antibiotics.a Domain Cognition Expected knowledge 1. 2. 3. 4. 5. 6. 7. 8. Stating public health antibiotics national guidelines Recognizing trade and generic names, and the class of prescribed antimicrobial Understanding the nature and classification of pathogenic microorganisms Understanding the principles of prevention, treatment, and control of infection Understanding the modes of action of antibiotics: broad versus narrow spectrum Understanding the mechanisms of antimicrobial resistance Understanding local microbial-/antimicrobial-susceptibility patterns Understanding of common side effects, including allergy, drug/food interactions, and contraindications of the main classes of antimicrobials 9. Interpreting basic microbiological investigations 10. Interpreting clinical and laboratory biological markers 1. 2. 3. Attitude 1. 2. 3.aSkillsObtaining microbiological cultures or other relevant tests before commencing treatment as necessary Implementing microbiological and other investigations to diagnose and monitor the response to treatment of infections and their complications Choosing in case of prior use of antibiotics when selecting an antibiotic for empiric therapy Understanding the importance of taking microbiological samples for culture before starting antibiotic therapy Understanding the importance of monitoring for common side effects, including allergy, drug/food interactions, and contraindications of the main classes of antimicrobials Responding to the importance of selection advantagesThe table content was developed using various sources [36-38].http://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.6 (page number not for citation purposes)JMIR MEDICAL EDUCATIONTable 2. Expected general practitioner competencies for rational use of antibiotics.a Domain Cognition Expected competencies 1. 2. 3. 4.Zhu et alSelecting and prescribing antibiotic therapy according to national/local practice guidelines Using local microbial-/antimicrobial-susceptibility patterns when conducting empiric treatments Using antimicrobial agents for prophylaxis appropriately Constructing the prescription for an antimicrobial with its pharmacokinetics and knowing how this affects the choice of dosage regimen Choosing and calculating the dose, route, and interval of administration M.